ACS WASC Focus on Learning · 2018-07-26 · ACS WASC ©2018 -19 49 Criterion 5: Instructional...

ACS WASC Focus on Learning

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ACS WASC

Getting Organized

Getting Started

ACS WASC Private,

Nonprofit

18 Partner Associations

Commission Serving@ 5,000 Schools

www.acswasc.org

If your school staff were about to set the

agenda for your school community for the next two to three

years, what information would

you want to have and understand before

making that important decision?

How are the students achieving?

Is the school doing everything possible to support the high achievement of all its students?

Goals of Self-Study and Visit

Insight

Celebration

Affirmation

A strong schoolwide action plan

ACS WASC Accreditation Cycle

Years 1-3 Profile update,

progress report, refinement of

schoolwide action plan; Year 3 Potential

one-or two-day review.

Year 4 Profile update,

Progress report, refinement of

schoolwide action plan

Year 5 Review all profile data, progress report, self-

process, and refinement of

schoolwide action plan

Year 6 Completion of self-

study including refinement of

schoolwide action plan; full self-study

visit, including further revision of schoolwide

action plan after review of the Visiting

Committee report

Accreditation Status Timeline

ACS WASC Cycle of Quality

Focus on Learning

Self-Study

Follow Up

How have we been working the past 4-5 years?

Expectations of the Self-Study

Involvement and collaboration

Clarification and measurement of schoolwide learner outcomes and academic standards

Data analysis

Program assessment and its impact on student learning

Long-range action aligned to school’s areas of need

Quality School Framework

Students Learning and

Thriving

Leaders Teachers

Community Curriculum

Assessment

Professional Learning

Resource Alignment

Instruction

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Culture and Climate

Equity

So What?

Now What?

Self-Study Simplified

GOAL: Schoolwide Action Plan

Aligned to the Single Schoolwide Action

ACS WASC

Getting Organized

Getting Started

Characteristics of a Quality Self-Study

Solid Facts

Analyzed Evidence

Supported by

Evidence

Straight-forward

Language

Download the manual Print judiciously

http://www.acswasc.org/schools/postsecondary-schools/

Timeline

Key Terminology

Accreditation Components

Report Self-Check Questions

Ongoing Improvement

School Committees

It all starts with planning!

Polish

Confirm How

So What?

Now What?

The Accreditation Process

Leadership and possible Profile Team

Program Groups

Focus Groups

Getting work done

Roles Responsibilities Size Composition Leadership Work Timing Norms

Leadership Team

Program Groups

Profile Guidance

Leadership Team Detail

Differentiation

Program Groups

Analysis Assessment

Findings Growth Areas

Strengths

Focus Groups

• Integrate work with regularly scheduled events

• Stagger the work • Work efficiently • To Visiting

Committee no later than 6-weeks prior to the visit

Establish a Timeline

ACS WASC

Getting Organized

Getting Started

ACS WASC Postsecondary Self-Study

Characteristics of a Self-Study

Solid facts

Analyzed findings supported by evidence

Straight-forward language

Principal and other administrators Self-Study Coordinator Others Profile Committee?

Developing Chapters I and II for review Responding to Criteria 1, 2, 3, 8, 9, and 10

in Chapter III Drafting revisions to Schoolwide Action Plan

Leadership and possible Profile Team

Program Groups

Instructional Staff Support Staff Students Partners

Gathering Information for Program Group drafts for Chapter III of the Self-Study

Focus Groups

Instructional Staff Support Staff Students Partners

Responding to Criteria through the indicators for

Criteria 4, 5, 6, and 7

How will we organize ourselves and our work?

All engaged

On task

Share within time limits

Value the viewpoint of each person

Use simple language

Ice breaker/warm-up to build spirit

Evaluate meeting — results and process

No assumptions

Be prepared/each to contribute with advanced analysis

Group Norms

All engaged and on task

Share within time limits

Value the viewpoint of each person

Use simple language

Ice breaker/warm-up to build spirit

Evaluate meeting — results and process

No assumptions

Be prepared/each to contribute with advanced analysis

ACS WASC

Getting Organized

Getting Started

Template – ALL Chapters

Criterion 5: Instructional Program Criterion: The instructional staff uses research-based instructional strategies and teaching methodologies that engage students at high levels of learning and allow them to achieve Schoolwide Learner Outcomes and course objectives. Faculty members are given ongoing training in various instructional strategies that allows them to address the varied learning styles of students in their classrooms. Indicator 5.1: The school provides high-level instruction with appropriate breadth, depth, rigor, and sequencing for all programs and courses.

•How does the school measure the quality of instruction in its classrooms? •How do faculty members keep current in instructional strategies and methodologies in their areas of expertise?

Enter text here Indicator 5.2: The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students.

•What opportunities for dialogue are provided for faculty members to discuss student learning needs and pedagogical approaches? •What teaching strategies and methodologies are commonly used? •To what extent are teachers given support in developing differentiated teaching strategies to ensure that all students’ needs are addressed? •To what extent have faculty members discussed the relationship among teaching strategies/ methodologies and student performance?

Enter text here

http://www.acswasc.org/schools/postsecondary-schools/

Chapter I Institutional, Community,

and Student Characteristics – Institution’s Mission and

Schoolwide Learner Outcomes

Chapter I: Institution Profile

Institution Information/Programs Data and Findings

Schoolwide Learner Outcomes Appendices

Description & history

School Programs

School Performance

Perception Data

Online Programs

and much more

Who are our students?

Who compose the major subpopulations at our institution? What about different programs/paths?

Student/Community Profile

Student/Community Profile Tells Your Story

What do the data tell us?

Not tell us?

Do pieces of data conflict with one another?

Do pieces of data support other data?

What questions do the data raise?

Demographic

Outcome

Process/ Perception

Graphs

Charts

Narrative (when data are not

complex)

Trends Irregularities

Anomalies

Data Resources

Student Information System Completion Rates

Employment WIOA Title II

Data Resources

Achievement of SLOs Course Completion

ESL Level Completion Local Certificates

Attendance

What might be responsible for the

changes in the number of diplomas

or high school equivalencies

students have earned?

Sample Question

Drawing findings from our data:

Trends

Irregularities

Anomalies

Who are the students? How are the students doing?

What do the data tell us?

Not tell us?

What questions do the data raise?

Sample Questions • To what degree are our students completing industry

certificates? Reaching CTE Core Indicators? Completing courses? Making a level gain on CASAS?

• What might be responsible for the change in our graduation rate?

• Are there different patterns for different subgroups of students?

• What do the data tell us about our students’ greatest areas of weakness?

Presentation Thoughts

Simple narrative offering understanding and conclusions when the data are not complex.

Enrollment has remained between 3,250 and 3,375 students for the past three years.

Table OR graph when the data vary greatly AND narrative offering understanding and

conclusions.

Consider checking APA or MLA recommendations.

Clear titles and labeling.

Global Interdisciplinary All students Assessable

Global Interdisciplinary

All students Assessable

Critical Thinkers and Problem Solvers who:

• Analyze and evaluate information and points of view • Synthesize and make connections between information and

arguments • Question and use reason effectively • Solve problems in conventional and innovative way

timesofindia.indiatimes.com

Global Interdisciplinary

All students Assessable

College-, Career-, and Life-skill-Oriented who:

• Take initiative and work independently • Follow through with plans and goals • Handle praise, feedback, and criticism well • Are organized • Are productive and accountable • Are self-directed and don’t give up

timesofindia.indiatimes.com

How Well?

Chapter I:

Student/Community Profile (Task 1)

Data and Findings: trends, irregular patterns, or anomalies

Demographic data Schoolwide learner outcomes Student performance data Perception data including survey summaries, if any Schoolwide Learner Outcomes

Overall Summary of implications of data including identified key issues and achievement of SLOs through online program(s)

Appendices

Chapter I:

Student/Community Profile

Electronic Appendices:

Results of student/community questionnaires/ interviews

Master schedule

Graduation/Certificate Requirements

Budgetary information

? Chapter I:

Self-Check Questions

Has the school community gathered and analyzed all pertinent data clarify the characteristics and achievement of ALL the students?

Has the leadership team produced a “user-friendly” profile for all shareholders?

Have the staff members and other shareholders discussed the profile?

Will the stakeholders use the profile to guide the inquiry into the school programs?

Will the questions raised from the profile analysis be integral to the work of the self-study groups?

? Chapter I:

How will the profile be regularly updated and used by the stakeholders as the school focuses on student achievement?

Schoolwide Learner Outcomes Has the school obtained input from all? Is there commitment to accomplishing the learning outcomes

from all stakeholders? To what extent has the school involved staff in discussion

regarding the relationship of the schoolwide learning outcomes to the programmatic learning outcomes?

Is the school beginning to discuss quality accomplishment of the learner outcomes?

Chapter II

Progress Report on Key Issues since the Previous

Self-Study

Here’s our work during the past six years.

Chapter II: Action Plan Progress Report

• Significant developments • Schoolwide critical areas for follow-up • Procedures to monitor/adjust plan • Progress on institution plan segments showing

integration of schoolwide critical areas for follow-up from visiting committees including focus area, growth targets, major activities

• Comment on any schoolwide critical areas for follow-up not in the current plan

? Chapter II:

Did the school address each section of the action plan?

Did the school show how all critical areas of follow-up from the last full self-study were integrated into the action plan?

Does the report show how each section

Chapter III

Analysis of the Quality of the

School Program

ACS WASC Postsecondary Criteria

Chapter III: Criteria Response

Process Product

L o g I c a l

F l o w

Data Observations

Interviews/Surveys Student work samples

Documents Professional knowledge

Analytical response to criteria Evidence Strengths

Areas for Growth

Criteria Summaries

• To what extent does this contribute to the students’ success?

• What have we learned about our apparent strength? Areas of relative weakness?

• How will the prioritized growth areas strengthen students’ success in reaching school goals? In achieving student learner goals? In improving in areas of identified learner need?

• How might we build on our areas of strength? • Are the strengths and growth areas appropriate to the

Leadership Team: Discuss criteria categories 1-3 and 8-10

Focus Groups: Discuss criteria categories 4-7 • Concentrate on assigned criteria and indicators • Use discussion questions considering “To what

extent…” as well as “how.” • Gather pertinent information focusing on what

students are doing and what they are producing

Chapter III: Initial Procedures

Chapter III:

Focus Groups/Leadership Team

What currently exists?

How effective is this? The So What Question?

What data, information, and evidence do we need?

Criteria 5: Instruction

The instructional staff uses research-based instructional strategies and teaching methodologies that engage students at high levels of learning and allow them to achieve Schoolwide Learner Outcomes and course objectives. Faculty members are given ongoing training in various instructional strategies that allows them to address the varied learning styles of students in their classrooms.

Criteria 5: Instruction

Indicators and Discussion Questions

Indicator 5.1: The school provides high-level instruction with appropriate breadth, depth, rigor, and sequencing for all programs and courses. Discussion Questions: • How does the school measure the quality of instruction

in its classrooms? • How do faculty members keep current in instructional

strategies and methodologies in their areas of expertise?

Findings Evidence

How might we work? Criteria concepts?

How will we know? Evidence?

Assessing effectiveness?

Chapter III, Focus Groups Procedures Postsecondary Criteria — Discussion Questions

What are the criteria concepts?

What evidence or information is

needed for analysis?

Who? How?

Gathering and Analyzing Data/Information

How will we see the whole

program for students?

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Observable Evidence

What the students are doing and producing?

Student interviews and observations

Hard data and information

Other interviews, observations, etc.

Student Work

“The process of looking at student work in a

collaborative manner helps teachers take a closer look

at how they teach.” Blythe, Allen, and Powell, Looking Together at Student Work: A Companion Guide to Assessing Student Learning. New York, Teachers College Press, 2007.

Nature Quality

Frequency Growth over time

Student Work:

Probing Questions

What did you notice as you examined this work?

What evidence do you see of students' research skills here? Of the application of math skills? Of critical thinking?

How can we support students to become reflective problem solvers?

What are the learning benefits of writing in math?

How was…different from…?

Resources

Looking at Student Work

School Reform Initiative

Edutopia

Education World

Tuning Protocol

Observations

Strategies Data-in-a-Day Roving teacher substitutes Teacher journals Shadowing students

Ground rules Capturing data

Learning Snapshot

What are the students doing ? ___ listening ____ calculating ___ working in a group ___ watching ____ applying skills ___ working alone ___ writing ____ collaborate discussion ___ critical reading ____ using technology Which important learner needs were observed? ___ reading ____critical thinking ___ writing ____computing

Learning Snapshot

What schoolwide learner outcomes were observed? ___ Citizenship ___ Life/Career Readiness ___ Leadership

What was the teacher’s objective? ________________________________

______________________________________________ Other comments ____________________________________________ ____________________________________________ ____________________________________________

Interviews and Surveys

Interviews • Student to student • Teacher to teacher • Teacher to student

Surveys • Short

• Focused

• Understandable

Let’s talk What patterns/trends do we find in our learnings from each section?

What are the key findings that impact student learning?

What are our reflections?

What might we consider designing for the future?

What do we do now?

? Chapter III:

Based upon the institution’s mission, student learning outcomes, and the WASC postsecondary standards, did the school

o Analyze the quality of the school program? o Synthesize and summarize the findings? o Determine aligned strengths and growth

needs?

Chapter IV

Revise the schoolwide Action Plan based on the

key issues identified in the self-study

process (Chapters I–III)

Self-Study Training Schedule

Office Hours

Part Three: Webinar training

Office Hours 2018-19 Schools

BURLINGAME OFFICE 650.696.1060

SYLVIA TAYLOR staylor@acswasc.org

650.235-8621

CALIFORNIA DEPARTMENT OF EDUCATION www.cde.ca.gov

SAN DIEGO OFFICE 951 693-2550

Tell us about your

experience today

W A S C

Student

ACS WASC Focus on Learning · 2018-07-26 · ACS WASC ©2018 -19 49 Criterion 5: Instructional...

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